Aside from their dissatisfaction with the play habits ordinarily associated with their sex, gifted girls have various other problems to face which arise directly from the facts that they are able and that they are girls. When they reach the stage of life-planning, as they do very early, they are confused in their self-seeking by the uncertainty in contemporary customs as to what a girl may become. This difficulty is growing less and less, to be sure, but it is still something to be reckoned with, especially in certain localities. The intelligent girl begins very early to perceive that she is, so to speak, of the wrong sex. From a thousand tiny cues, she learns that she is not expected to entertain the same ambitions as her brother. Her problem is to adjust her ambitions to a sense of sex inferiority without, on the one hand, losing self-respect and self-determination, and, on the other, without becoming morbidly aggressive. This is never an easy adjustment to achieve, and even superior intelligence does not always suffice to accomplish it. The special problem of gifted girls is that they have strong preferences for activities that are hard to follow on account of their sex, which is inescapable. PROBLEMS OF CONFORMITY Judgments of teachers and parents indicate that highly intelligent children are, on the whole, more easily disciplined than children generally are. Nonetheless, certain problems of discipline do arise, which grow out of their intelligence. First, in the case of the schoolroom situation almost the only respect in which discipline is especially troublesome with these children is in the matter of orderly discussion when they are together in special classes. It is hard for them to maintain silence when ideas press for utterance. The tendency is for many to speak at once, each striving to outspeak the others. An atmosphere of confusion is thus created unless discipline can be imposed. To hold his tongue, to listen quietly and respectfully to others, to speak according to some order of procedure, and to restrain disappointment at failure to be heard at all--these habits seem especially difficult for gifted children to form. Only gradually do these children learn self-government in this respect. Also it has been noticed during the experimental education of the highly intelligent that they sometimes tend to slight routine drudgery in favor of more stimulating and more original projects. The sheer drudgery involved in learning their multiplication table, for example, is likely to be waived in order to follow some absorbing story or experiment, unless conformity be urged from without.